2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact: Engaged Learning Project
Reflection:
This Engaged Learning Project is a student-centered, technology-driven lesson designed for tenth grade English students. I created this project in the summer of 2013 as a part of the ITEC 7400 course, 21st Century Learning and Teaching. In this engaged learning project, students read Into the Wild by John Krakauer and meet with local experts on the feasibility of living a sustainable lifestyle. They travel to a sustainable compound located in on the Southern Caribbean coast of Costa Rica to interview the locals there. Students documented their thinking and learning through the use of video blogs and film. Their final assessment is to answer the real world and essential question of, “What can we learn from nature & how do we live with nature in more symbiotic way?” This project was the first project I created for the ITEC masters program, and it was the first instance in which I modeled and facilitated the effective use of research-based best practices.
Standard 2.6 notes that candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology enhanced learning experiences. As made clear by this Engaged Learning Project, I modeled and facilitated the use of researched-based best practices in instructional design. I modeled and facilitated the inclusion of digital tools in order for students to share their learning and knowledge with a wider community. Students created video blogs and films in order to demonstrate their growth and master of content standards. While developing the learning project, I relied on research-based best practices for engaging students. Such research-based best practices allow for learning to be more authentic, thereby fully engaging students, and increasing student performance.
As one of my first projects for the ITEC masters program, I learned quite a lot regarding the modeling and facilitation of research-based best practices. Completing the project report and working with colleagues on how to best improve my engaged learning project allowed me to understand the important role that technology-enhanced learning has in best practices and in engaging students. I also learned that best practices online are very similar to best practices in a traditional classroom setting. If I were to further develop this project, I would like to make the learning more impactful by having students reach further outside of the school, to perhaps share their learning and understanding with schools and students around the world.
The impact this project has on student learning is very positive. Because of the modeling and facilitation of best practices, students were highly motivated, and very interested in fleshing out such a large and world-troubling question. Current tenth grade teachers continue to use this project in order to make the yearly class trip to Punta Mona (the sustainable community in Southern Costa Rica) more relevant and meaningful.
Reflection:
This Engaged Learning Project is a student-centered, technology-driven lesson designed for tenth grade English students. I created this project in the summer of 2013 as a part of the ITEC 7400 course, 21st Century Learning and Teaching. In this engaged learning project, students read Into the Wild by John Krakauer and meet with local experts on the feasibility of living a sustainable lifestyle. They travel to a sustainable compound located in on the Southern Caribbean coast of Costa Rica to interview the locals there. Students documented their thinking and learning through the use of video blogs and film. Their final assessment is to answer the real world and essential question of, “What can we learn from nature & how do we live with nature in more symbiotic way?” This project was the first project I created for the ITEC masters program, and it was the first instance in which I modeled and facilitated the effective use of research-based best practices.
Standard 2.6 notes that candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology enhanced learning experiences. As made clear by this Engaged Learning Project, I modeled and facilitated the use of researched-based best practices in instructional design. I modeled and facilitated the inclusion of digital tools in order for students to share their learning and knowledge with a wider community. Students created video blogs and films in order to demonstrate their growth and master of content standards. While developing the learning project, I relied on research-based best practices for engaging students. Such research-based best practices allow for learning to be more authentic, thereby fully engaging students, and increasing student performance.
As one of my first projects for the ITEC masters program, I learned quite a lot regarding the modeling and facilitation of research-based best practices. Completing the project report and working with colleagues on how to best improve my engaged learning project allowed me to understand the important role that technology-enhanced learning has in best practices and in engaging students. I also learned that best practices online are very similar to best practices in a traditional classroom setting. If I were to further develop this project, I would like to make the learning more impactful by having students reach further outside of the school, to perhaps share their learning and understanding with schools and students around the world.
The impact this project has on student learning is very positive. Because of the modeling and facilitation of best practices, students were highly motivated, and very interested in fleshing out such a large and world-troubling question. Current tenth grade teachers continue to use this project in order to make the yearly class trip to Punta Mona (the sustainable community in Southern Costa Rica) more relevant and meaningful.